Collaborative Empiricism
In this technique, the care worker engages the client in setting his or her goals and agendas through a process of shared responsibility. For instance, after the care worker sets goals for the case plan, the client gives his or her feedback to the care worker. The care worker can now identify any flaws/deficits in the goals set. When flaws and deficits are identified, the care worker liaises with the doctor, the client, and other family members to come up with strategies to address these deficits. Throughout the whole process, the care worker monitors any cognitive distortions and other unproductive behavioural patterns through an empirical analysis of the client’s feedback, thus providing an opportunity for better goal setting that will collectively improve the client’s symptoms (Wright, Basco, and Thase 30).
Rights and Responsibilities
The health care worker reviews the rights and responsibilities of the patient as stipulated in an organisation’s policy carefully and in the bill of rights. The caregiver then reads the rights to the clients and asks them client if they have any questions regarding their care plan. If the patient identifies or reports any special needs/requirements, the caregiver reviews them and makes the necessary changes on the case plan.
Legislation and Codes of Conduct/Ethics
The caregiver should understand the fundamental tenets of ethical decision-making in the context of healthcare through the review of the organisation’s set policies and procedures that address ethical issues. The caregiver will then develop a document stipulating the rights of the client and the code of ethics so that he or she can adapt the organisation’s constructive model for ethical enquiry and decision-making.
Group Interactions
The counsellor organises interactive group activities through which the members can view alternatives to their behavioural mode and feel encouraged to translate their insights into actionable plans. During these interactive sessions, the counsellor reviews the members’ case plans to see whether they address their role in teaching them or they focus on modelling their behaviour (Corey, Corey, and Corey 15).
How and when Case Plans might Change
The care worker reviews the client’s database and assesses whether the goals of their care have been met. If no goal has been achieved, the care worker designs a strategy to achieve the set goals. The care provider should engage the client in a collaborative discussion before implementing any changes in the care plan after which he or she continues to monitor whether the care plan’s agenda is achieved (Persons 161).
Working with Clients to achieve Behavioural Life Skill Changes
The process of teaching life skills should be modelled in a patient-centred way that maintains good communication between the specialist and the client. The caregiver should incorporate open and cooperative dialogue with clients to identify and solve problems that affect them (client), both inside and outside psychotherapy.
Catering for Different Wellbeing Areas and Levels
The clients are given assignments of writing down their personal experiences and the circumstances that revolve around these experiences in a well-structured diary. Each of the written experiences is carefully evaluated to discern the quality and degree of impairment in the wellbeing of the patients to help them move from a low/impaired level of functioning to a higher/optimal level for each of the six domains involved in psychological wellbeing.
The Need for Specialist Services and Referrals
The care provider recognises a probable unmet need after the involvement of the client, other health professionals, and family members. If unmet needs are identified, the care provider then recommends and refers the client to the necessary specialist for further review and examination (Coles and Porter 23).
Working with Individuals in a Range of Settings
The care provider should cooperate with the individual client and other healthcare experts such as physicians, pharmacists, and nurses to evaluate the client’s clinical profile. The support and/or healthy scepticism derived from the experts should then be applied in a context that guarantees maximum outcome of care for the patient (Faass133).
Handling a Crisis
In the case of a crisis, the care provider assesses the seriousness of the events and makes a priority list of any upcoming needs that may arise. The care providers should identify the necessary tools they will require in dealing with the crisis. The goal is to secure the patient’s wellbeing by providing supportive therapy to a point where the client stabilises (Panos 1).
Applying Appropriate Procedures to Case Closures
The care provider reviews the client’s clinical profile to determine whether they fulfil all the criteria for a case closure. Any competent adult assigned to monitor the wellbeing of the client should report any arising untoward event. If the client has satisfied all the criteria for closing the case, the care provider writes instructions to the clients and/or family member(s) on any post-management measures to be followed, including the caregiver’s phone number to be used in case of emergency (Hatfield and Tronson 25).
The Need for Ongoing Resources, Services, Support, and Contact
Continuous support should be provided to the client under the care of a competent and responsible adult such as a family member or a health care nurse. An emergency line is also provided through which the patient can contact the care provider in case he or she develops a complication. The adult supervising the client should also be instructed to report of any abnormalities in the client’s wellbeing to the care provider. The care provider is expected to avail himself/herself in case of any urgent call regarding their patient even after the closure of the case (Hatfield and Tronson 25).
Works Cited
Coles, Lesley, and Elizabeth Porter. Public Health Skills. Oxford: Blackwell, 2008. Print.
Corey, Marianne, Gerald Corey, and Cindy Corey. Groups, Belmont, CA: Brooks/Cole, 2010. Print.
Faass, Nancy. Integrating Complementary Medicine Into Health Systems, Gaithersburg: Aspen Publishers, 2001. Print.
Hatfield, Anthea, and Michael Tronson. The Complete Recovery Room Book, Oxford: Oxford University Press, 2009. Print.
Panos, Efstathio. “Crisis Management In The Health Sector; Qualities And Characteristics Of Health Crisis Managers”. International Journal of Caring Services 2.3(2009): 1-1. Print.
Persons, Jacqueline. The Case Formulation Approach to Cognitive-Behaviour Therapy. New York, NY: Guilford Press, 2012. Print.
Wright, Jesse, Monica Ramirez, and Michael Thase. Learning Cognitive-Behaviour Therapy, Washington, DC: American Psychiatric Pub., 2006. Print.